9e i). Analyze the use of examples as a teaching skill in micro-teaching
USE OF EXAMPLES AS A TEACHING SKILL
- to lead pupils from simple to complex concepts
- to make difficult ideas easy to understand
- to clarify rules, principles, or concepts
- to test understanding of concepts/ rules
- to enliven a lesson and stress important points
- Simple examples, to bridge new knowledge with already acquired previous knowledge
- relevant examples. applicability of the teacher’s examples to the particular rules or concepts being taught.
- interesting examples, that arouse the learners curiosity and interest.
- appropriate media for examples e.g using analogies, stories, models, pictures, diagrams, the choice of media to be determined by the age and ability of pupils and the content to be aught
III. GUIDING EXAMPLES
- examples should be prepared in advance
- the teacher should be observant of pupils behavior and their verbal responses to be certain the examples are appropriate
- sufficient number of examples must be provided while at the same time a variety of situations in which the rules/concepts may be observed are indicated.
- there should be a clear and unequivocal link between the example given and the relevant rule or concept
IV. APPROACHES TO USING EXAMPLES
- Inductive i.e. moving from particular examples to the generalization or starting with the examples then giving the generalization based on the given example
- deductive i.e moving from the generalization to the examples. Starting with the rules then giving examples to further illustrate.
USE OF EXAMPLES
- did the teacher provide adequate examples to highlight the concept, idea being taught
- did teacher move from simple to more difficult examples
- did the teacher occasionally suggest non-examples (Irrelevant examples)
- were the learners encouraged to provide additional examples
- were the examples always related to concept under discussion